The Effect of Peer Teaching on Elementary Students' Discipline in Physical Education

Abstract

Study purpose. This study examined whether a peer teaching model produced higher discipline outcomes than non-peer teaching instruction among fifth-grade elementary students.

Materials and methods. A quantitative experimental design with two groups and repeated observations was used. Sixty fifth-grade students of SDN Tenjolaya 3 (24 boys and 36 girls; mean age approximately 11 years) were allocated to a peer teaching group (n = 30) and a control group (n = 30). Both groups received three physical education meetings with the same basketball-related learning content and duration. The experimental group used structured peer tutors, whereas the control group received teacher-led non-peer teaching instruction. Student discipline was assessed using a structured observation sheet across three meetings. Data were analyzed using descriptive statistics, a 2 x 3 mixed analysis of variance, and an independent samples t-test on total discipline scores.

Results. The peer teaching group obtained higher discipline scores than the control group across all observations. Mean total discipline score was 44.00 +/- 3.83 in the peer teaching group and 38.83 +/- 3.48 in the control group. Mixed analysis of variance showed a significant group effect, F(1, 58) = 29.84, p < .001, partial eta squared = 0.340, and a significant time effect, F(2, 116) = 316.48, p < .001, partial eta squared = 0.845. The group x time interaction was not significant, F(2, 116) = 1.31, p = 0.273. The independent samples t-test confirmed a significant difference in total discipline scores, t(58) = 5.46, p < .001, mean difference = 5.17, 95% CI [3.27, 7.06], Cohen's d = 1.41.

Conclusions. Peer teaching was associated with higher discipline outcomes in elementary physical education. The findings support the pedagogical value of assigning students structured responsibility as peer tutors, although future studies should include baseline measurement, longer intervention periods, and inter-rater reliability evidence.